Multitiered Early Literacy Identification in 3-Year-Old Children in Head Start Settings

Autor/inn/en	Albritton, Kizzy; Stuckey, Adrienne; Patton Terry, Nicole
Titel	Multitiered Early Literacy Identification in 3-Year-Old Children in Head Start Settings
Quelle	In: Journal of Early Intervention, 44 (2022) 1, S.23-39 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albritton, Kizzy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815121998434
Schlagwörter	Emergent Literacy; Preschool Children; Supplementary Education; Classification; Response to Intervention; Reading Instruction; Beginning Reading; Screening Tests; Norm Referenced Tests; Identification + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ergänzungsunterricht; Classification system; Klassifikation; Klassifikationssystem; Leseunterricht; Erstleseunterricht; Screening-Verfahren; Identifikation; Identifizierung
Abstract	Three-year-old children are seldom the focus in studies about supplemental early literacy instructional support. This study examines 3-year-old children's potential need for additional early literacy support, extending and replicating a previous investigation that identified prekindergarten children (i.e., 4-year-olds) in Head Start classrooms for additional tiers of early literacy support. The sample included 143 children from Head Start centers in a southeastern, urban region of the United States who had received both fall and spring administrations of an early literacy screener (i.e., "Get Ready to Read!--Revised"). Standard scores were used to classify children into three tiers, and child tier movement from fall to spring was analyzed. Results support the feasibility of a tiered approach for examining 3-year-old children's early literacy instructional needs. This might allow researchers and practitioners to provide intervention to children much sooner, thereby increasing the potential for positive long-term reading outcomes. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01